Learners’ self efficacy and academic performance of distance learning students in selected Kenyan public universities.

Academic performance of distance learning students has been of concern to researchers. Several researches done since 1920s in developed countries have revealed that there is no significant difference in performance between distance learning students and conventional students. In Kenya, however, the result findings have been inconsistent. The objective of this study was to establish the moderating influence of learners’ self efficacy on the relationship between institutional factors and academic performance of distance learning students. The study is based on pragmatism due to its focus on objectivity and use of scientific methods. Mixed methods of research were used. The target population consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students and 2 administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that the moderating influence of learners’ self efficacy on the relationship between institutional factors and academic performance was statistically significant. Key words: Distance learning students, learners’ self efficacy, academic performanc

Curriculum resources and academic performance of distance learning students in selected Kenyan public universities.

Distance learning is a mode of study which involves the separation of the lecturer from the student in space, time or both. The mode of study is increasingly being adopted globally due to development in technology, its flexibility and the benefits which accrue to individuals and the society as a result of investment in education. Academic performance of distance learning students has been of interest to scholars. Findings in developed countries have been consistent, however in Kenya, they have been inconsistent. This study sought to establish the extent to which curriculum resources influence academic performance of distance learning students in selected Kenyan public universities. The study is based on pragmatism due to its focus on objectivity and use of scientific methods. Mixed methods of research were used. The sample consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students and 2 administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that curriculum resources, significantly and positively influence academic performance of distance learning students. The study recommends that effort should be geared towards enhancing accessibility and the use of online curriculum resources by distance learning students. Key words: Distance learning, curriculum resources, academic performanc

Systematic review on epidemiology, interventions and management of noncommunicable diseases in acute and emergency care settings in Kenya

Introduction: Mortality and morbidity from Non-Communicable Diseases (NCDs) in Africa are expected to worsen if the status quo is maintained. Emergency care settings act as a primary point of entry into the health system for a spectrum of NCD-related illnesses, however, there is a dearth of literature on this population. We conducted a systematic review assessing available evidence on epidemiology, interventions and management of NCDs in acute and emergency care settings in Kenya, the largest economy in East Africa and a medical hub for the continent. Methods: All searches were run on July 15, 2015 and updated on December 11, 2020, capturing concepts of NCDs, and acute and emergency care. The study is registered at PROSPERO (CRD42018088621). Results: We retrieved a total of 461 references, and an additional 23 articles in grey literature. 391 studies were excluded by title or abstract, and 93 articles read in full. We included 10 articles in final thematic analysis. The majority of studies were conducted in tertiary referral or private/mission hospitals. Cancer, diabetes, cardiovascular disease and renal disease were addressed. Majority of the studies were retrospective, cross-sectional in design; no interventions or clinical trials were identified. There was a lack of access to basic diagnostic tools, and management of NCDs and their complications was limited. Conclusion: There is a paucity of literature on NCDs in Kenyan emergency care settings, with particular gaps on interventions and management. Opportunities include nationally representative, longitudinal research such as surveillance and registries, as well as clinical trials and implementation science to advance evidence-based, context-specific care

The last frontier for global non-communicable disease action: The emergency department—A cross-sectional study from East Africa

Introduction: Deaths due to non-communicable diseases (NCDs) have surpassed those due to communicable diseases globally and are projected to do so in Africa by 2030. Despite demonstrated effectiveness in high-income country (HIC) settings, the ED is a primary source of NCD care that has been under-prioritized in Africa. In this study, we assess the burden of leading NCDs and NCD risk factors in Kenyan Casualty Department patients to inform interventions targeting patients with NCDs in emergency care settings. Materials and methods: Using the WHO STEPwise approach to surveillance (STEPS) tool and the Personal Health Questionnaire (PHQ-9), we conducted a survey of 923 adults aged 18 and over at Kenyatta National Hospital Emergency Department (KNH ED) between May-October 2018. Age, income, household size(t-test), sex, education, marital status, work status, and poverty status (chi-squared test or fisher’s exact test) were assessed using descriptive statistics and analyzed using covariate-adjusted logistic analysis. Results: Over a third of respondents had hypertension (35.8%, n = 225/628), 18.3% had raised blood sugar or diabetes (18.3%, n = 61/333), and 11.7% reported having cardiovascular disease (11.7%, n = 90/769). Having lower levels of education was associated with tobacco use (OR 6.0, 95% CI 2.808–12.618, p \u3c 0.0001), while those with higher levels of education reported increased alcohol use (OR 0.620 (95% CI 0.386–0.994, p = 0. 0472). While a predominant proportion of respondents had had some form of screening for either hypertension (80.3%, n = 630/772), blood sugar (42.6%, n = 334/767) or cholesterol (13.9%, n = 109/766), the proportion of those on treatment was low, with the highest proportion being half of those diagnosed with hypertension reporting taking medication (51.6%, n = 116/225). Conclusions: This study establishes the ED as a high-risk population with potential for high impact in East Africa, should targeted interventions be implemented. Comprehension of the unique epidemiology and characteristics of patients presenting to the ED is key to guide care in African populations

Human vaccination against RH5 induces neutralizing antimalarial antibodies that inhibit RH5 invasion complex interactions.

The development of a highly effective vaccine remains a key strategic goal to aid the control and eventual eradication of Plasmodium falciparum malaria. In recent years, the reticulocyte-binding protein homolog 5 (RH5) has emerged as the most promising blood-stage P. falciparum candidate antigen to date, capable of conferring protection against stringent challenge in Aotus monkeys. We report on the first clinical trial to our knowledge to assess the RH5 antigen - a dose-escalation phase Ia study in 24 healthy, malaria-naive adult volunteers. We utilized established viral vectors, the replication-deficient chimpanzee adenovirus serotype 63 (ChAd63), and the attenuated orthopoxvirus modified vaccinia virus Ankara (MVA), encoding RH5 from the 3D7 clone of P. falciparum. Vaccines were administered i.m. in a heterologous prime-boost regimen using an 8-week interval and were well tolerated. Vaccine-induced anti-RH5 serum antibodies exhibited cross-strain functional growth inhibition activity (GIA) in vitro, targeted linear and conformational epitopes within RH5, and inhibited key interactions within the RH5 invasion complex. This is the first time to our knowledge that substantial RH5-specific responses have been induced by immunization in humans, with levels greatly exceeding the serum antibody responses observed in African adults following years of natural malaria exposure. These data support the progression of RH5-based vaccines to human efficacy testing

Learner support system and academic performance of distance learning students in selected Kenyan public universities

Distance learning is a mode of study globally accepted as a tool for enhancing access, equity and quality in education. The Kenyan Government has put in place mechanisms to promote open and distance learning practices in educational institutions. However, there is doubt in Kenya, regarding the quality of academic performance attained by distance learning students. The objective of this study was to determine the influence of learner support systems on the academic performance of distance learning students in selected Kenyan public universities. The study is based on Pragmatism due to its focus on objectivity and the use of scientific methods. Mixed-methods research methodology was adopted for the study. The sample consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students, and two (2) administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that a learner support system statistically, significantly and positively influences academic performance of distance learning students, although at a low level (4.9%). However, the findings revealed that guidance and counselling support, which is part of the learner support system, did not significantly influence the academic performance of distance learning students. The study recommends that particular focus should be on the provision of remotely accessible guidance and counselling services since most distance learning students cannot physically access the services which are on campuses